Second-year Undergraduate Students Research Articles

Application of the combined problem-based learning and case-based learning teaching in urinalysis course of diagnostics

Background Traditional lecture-based teaching is the most commonly used approach in Chinese medical curricula. Novel teaching methods that are more educationally effective and academically satisfactory are warranted. Problem-based Learning (PBL) and case-based learning (CBL) have been widely researched and utilized worldwide. This study aimed to evaluate the effectiveness and acceptability of combined PBL and CBL methods in second-year undergraduate students in the nephrology experiment module of the Medical Diagnostics course. Methods We enrolled 150 second-year clinical medicine students from the First Clinical College of Sun Yat-sen University. Participants were assigned to either the PBL or CBL combined group (92 students, two classes) or the traditional group (58 students, one class) for a Urine Analysis course. The learning effects were compared through a post-class quiz, and student evaluations and perceptions of PBL and CBL methods were gathered via an anonymous questionnaire. Results The combined PBL and CBL group outperformed the traditional lecture group, with significantly higher post-class quiz scores (P<0.001). Regarding acceptance and perception, 67.4% found PBL-CBL to be more acceptable, 78.3% believed it stimulated critical thinking, 82.6% agreed that it enhanced practicaleth abilities, and 83.7% believed it led to better learning outcomes. Regarding open feedback, 51.1% appreciated its clinical connection, 34.8% recognized its effectiveness, 32.6% found it novel and interesting, and 30.4% noted positive learning encouragement. Conclusion The PBL-CBL binding mode is a feasible and effective teaching mode, which can help improve both medical teaching quality and academic satisfaction of students.

Rethinking assessment? Research into the affective impact of higher education grading

Assessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely. The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships. In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world.

Development of the Bipolar Junction Transistor Diagnostic Test (BJTDT) to explore the second-year undergraduate Myanmar electronic and Thai electrical engineering students’ understanding of BJT working principles and applications

ABSTRACT A bipolar junction transistor (BJT) and its operation are fundamental concepts for the understanding of power electronics (industrial electronics), transistor-transistor logic (TTL), electronic switching, and signal amplification in modern electronics. Previous research showed that non-major engineering, computer, electronic, and electrical engineering students could not understand the basic concepts involved in a BJT. This paper describes the development of a two-tier diagnostic test, the test’s administration, limitations, the participants’ detailed context, and findings from a study that explores Myanmar and Thai second-year undergraduate students’ understanding of BJT working principles and applications. The results revealed that many students in both countries had the same alternative conceptions about collector current in each operation mode of the BJT. Some alternative conceptions differ from the previous research, such as a) the collector current does not depend on the base current in cut-off mode, and b) changing the collector current does not depend on the base current in active mode, but it depends on the collector supply voltage. These research findings provide valuable information and instruments for teachers to insight, prevent, and correct the alternative conceptions proposed by students.

Memes Adoption in Basic Medical Science Education as a Successful Learning Model: A Mixed Method Quasi-Experimental Study.

Basic medical sciences are of a solid abstract nature.Pharmacologyis a challenging discipline delivered in all healthcare-related curricula with different aims and goals. Memes are one of aiding instructional designs proved to surge students' performance and satisfaction with the educational process. Apart from assessing medical students' and faculty's perception of meme use in pharmacology learning, the current study aimed to explore the criteria of preferences and factors associated with successful memes' adoption in this discipline as one of the most challenging basic medical sciences. A biphasic study was conducted among second-year undergraduate medical students and faculty members. The study involved assessing the perceptions of staff and students, and thematic content analysis was performed on the narrative responses of the participants to explore factors contributing to the success of learning memes. Additionally, students' performance was also analyzed. The use of memes in pharmacology was well perceived by medical students, with a mean satisfaction rating of 4.5/5 for high-achieving students and 4.33 for low-achieving students. Memes were associated with a performance surge (p = 0.022). Six themes emerged as criteria for a successful learning experience of meme use: previous scientific background on the meme topic, scenario context of the meme, learning concepts tackled by memes, the simplicity of meme's message, the relevance of meme's message to practice, and the modality of meme's use in the topic of education. Regarding the perception of meme use in pharmacology learning, four themes emerged:the mode and engagement oflearning experience mode,thefeasibility of meme use in pharmacology learning, students'attitudestowards further meme inclusion in their study, andtheperceived impact ofmemeson students' cognitive skills. The use of memes in pharmacology yields positive learning outcomes. A careful selection of memes is required to ensure a successful learning experience.

Impact of Multimodal Intervention on Empathy Levels in Medical Students: A Questionnaire-Based Study.

Background Empathy is essential for effective doctor-patient communication. It enables doctors to understand patients' emotions and concerns, facilitating personalized care and support. Empathy can be cultivated through various methods and training programs. Objective The study aims to assess the effectiveness of a multimodal intervention involving interactive lectures, peer role-play, and guided reflection in enhancing empathy levels among second-year medical undergraduate students in India. Methods This study utilized a questionnaire-based, pre- and post-test interventional design. Seventy-nine second-year medical students were included after obtaining their informed consent. The students received the intervention through an interactive lecture on communication skills, role-play on selected case studies, and guided reflection. The empathy levels were assessed using the Toronto Empathy Questionnaire (TEQ) before and after the intervention. The Mann-Whitney U test was utilized to compare pre-test and post-test TEQ scores. A univariate analysis of variance was conducted to explore the relationship between demographic variables and post-test TEQ scores. Statistical significance was considered at p ≤ 0.05. Results The TEQ score improved significantly (p=0.009) after the intervention. The univariate analysis indicated that gender, style of education, and place of residence did not have a statistically significant impact on post-test scores. Conclusion The study demonstrates that a multimodal intervention significantly enhances the empathy level of medical students, highlighting the potential of focused interventions to reduce gender disparities in empathy levels. There were no significant differences in empathy scores based on gender, place of residence, or schooling, suggesting the intervention's benefits may apply to all medical students.

Integrating hands-on practical and reflective feedback in teaching dental materials science to undergraduate dental students.

This study aimed to develop a module that incorporates hands-on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module. The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second-year undergraduate dental students. Finally, a validated questionnaire (5-point Likert scale items and open-ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open-ended responses were analysed using content analysis. In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands-on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10-12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open-ended responses highlighted that hands-on activities and reflective feedback sessions were useful. Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands-on activities and reflective feedback sessions in teaching dental materials science.

Adapting ‘Ethics Bowl’ Strategies for Teaching Introductory Ethics Course – A Case Study of an American Community College

ABSTRACT Teaching introductory ethics course or courses with strong ethics content to first- and second-year undergraduate students presents numerous challenges. Most students register for these courses to meet a general education requirement or believe they do not need education in ethics because they have received cultural, social, and religious instructions. Furthermore, many college and university administrators, employers, and policymakers confuse ethics with compliance and misunderstand their connection. In this context, this paper argues that undergraduate students can learn ethics subject content (e.g., metaethics, normative ethics, and applied ethics, etc.), attain course objectives, and apply their learning in professional and personal situations. Strategies used to prepare students for the Intercollegiate Ethics Bowl (IEB) competition have proven effective means of introducing and reinforcing ethics course content outside of the classroom setting. The qualitative data obtained from the respondents suggests that the methodology and strategies adopted to prepare students for ethics bowl competitions reinforced the ethical theory participants learned in courses where ethics content was prominent and led them to make rational and ethical decisions. These findings also suggest that strategies to prepare ethics bowl teams for the IEB competition can similarly impact non-ethics bowl team members in a traditional classroom setting.

WeChat mini program in laboratory biosafety education among medical students at Guangzhou Medical University: a mixed method study of feasibility and usability

BackgroundLaboratory biosafety should be a priority in all healthcare institutions. In traditional laboratory safety teaching students typically receive knowledge passively from their teachers without active involvement. The combination of experiential learning and mobile learning may provide students with greater engagement, retention, and application of knowledge. To address this issue, we developed and conducted a convergent mixed methods study to assess the feasibility and usability of a WeChat mini program (WMP) named WeMed for laboratory biosafety education for medical laboratory students at Guangzhou Medical University (GMU).MethodsThe study was conducted between November 2022 and October 2023 among second-year undergraduate students at GMU. It involved the concurrent collection, analysis, and interpretation of both qualitative and quantitative data to assess feasibility and usability. In the quantitative strand, two evaluations were conducted via online surveys from students (n = 67) after a four-week study period. The System Usability Scale (SUS) was used to evaluate usability, while self-developed questions were used to assess feasibility. Additionally, a knowledge test was administered 6 months after the program completion. In the qualitative strand, fourteen semi-structured interviews were conducted, whereby a reflexive thematic analysis was utilized to analyze the interview data.ResultsThe overall SUS score is adequate (M = 68.17, SD = 14.39). The acceptability of the WeMed program is in the marginal high range. Most students agreed that WeMed was useful for learning biosafety knowledge and skills (13/14, 93%), while 79% (11/14) agreed it was easy to use and they intended to continue using it. After 6 months, a significant difference in the knowledge test scores was observed between the WeMed group (n = 67; 2nd year students) and the traditional training group (n = 90; 3rd year students). However, the results should be interpreted cautiously due to the absence of a pretest.ConclusionThe combination of experiential learning and mobile learning with WMP is a feasible tool for providing laboratory biosafety knowledge and skills. Ongoing improvements should be made in order to increase long-term acceptance.

High peak drinking levels mediate the relation between impulsive personality and injury risk in emerging adults

BackgroundAlcohol-induced injury is one of the leading causes of preventable morbidity and mortality. We investigated the relationship between impulsive personality and physical injury (e.g. falls, sports), and whether peak drinking quantity specifically, and/or risky behaviour more generally, mediates the relationship between impulsivity and injury in undergraduates.MethodWe used data from the winter 2021 UniVenture survey with 1316 first- and second-year undergraduate students aged 18–25 years (79.5% female) from five Canadian Universities. Students completed an online survey regarding their demographics, personality, alcohol use, risky behaviours, and injury experiences. Impulsivity was measured with the substance use risk profile scale, past 30-day peak alcohol use with the quantity-frequency-peak Alcohol Use Index, general risky behaviour with the risky behaviour questionnaire, and past 6-month injury experience with the World Health Organization’s (2017) injury measurement questionnaire.ResultsOf 1316 total participants, 12.9% (n = 170) reported having sustained a physical injury in the past 6 months. Mean impulsivity, peak drinking quantity, and risky behaviour scores were significantly higher among those who reported vs. did not report injury. Impulsivity and peak drinking quantity, but not general risky behaviour, predicted injury in a multi-level generalized mixed model. Mediation analyses supported impulsivity as both a direct predictor of physical injury and an indirect predictor through increased peak drinking (both p < .05), but not through general risky behaviour.ConclusionResults imply emerging adults with impulsive tendencies should be identified for selective injury prevention programs and suggest targeting their heavy drinking to decrease their risk for physical injury.

Ukrainian HEI Students’ Perceptions and Attitudes Towards Fostering Media Literacy and Critical Thinking in EFL Learning

The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.

Undergraduate students’ models of single- and multi-electron atoms

ABSTRACT Quantum physics forms the basis for exciting new technologies, including quantum computers, quantum encryption, and quantum entanglement. The advancement of science and technology highlights the importance of mastering quantum physics and its applications, not only at the college level but also as early as high school. In this multiple case study, we investigated first- and second-year undergraduate college students’ models of single and multi-electron atoms after completing a modern mechanics course, which addressed basic QM topics. The students’ models were categorised into four primary categories: the discrete entity (particle) model, hybrid model, quantum-like model, and quantum model, and subcategories for atom structure and electron attribution and motion. Despite being introduced to quantum concepts in high school and first-year undergraduate calculus-based physics classes, many students constructed incomplete, inaccurate, or incoherent models. Seven of eight students’ atomic structure models and six of eight students’ electron attribution and motion models were classified as discrete entity and hybrid models. The findings of this study reveal students’ conceptual challenges in explaining the structure of single and multiple-electron atoms and shed light on the factors contributing to the persistent difficulties in their understanding of atomic structure in the realm of quantum mechanics.

A Study on the Enhancement of English Proficiency of Contemporary College Students by Intercultural Communication in the Background of the Internet

Abstract The process of English learning is closely related to the process of intercultural communication. This paper addresses the problem of quantifying the intercultural communication ability of college students, designs the dimensions of intercultural competence, establishes the factor indicators of intercultural competence, and constructs a fuzzy comprehensive evaluation method for the assessment of intercultural competence. A regression model is created to investigate the correlation between achievement and English proficiency. The nonparametric model of principal component analysis is used to optimize the problem of the stratification effect of general local linear regression, and the principal component-based local linear regression method (PC-LLR) is proposed. The second-year undergraduate students of different majors in X university were selected as the research subjects, and an overall assessment of intercultural communication competence was made to explore the differences among different student groups. Based on the correlation analysis between intercultural competence and English proficiency, PC-LLR regression analysis was launched. The Beta value interval of the regression was [0.0535, 5.0292], all of which were positive, and the four variables of knowledge, attitude, skill, and awareness had a positive predictive effect on the dependent variable. Intercultural knowledge has a relatively high Beta value, which makes it a strong predictor of English proficiency.

Comparison of Video-Based Learning versus Presentations in Lectures Amongst Medical Students in Pharmacology

Innovative teaching methods are constantly being explored to keep students engaged and challenge them academically. This study was done to compare the benefit of video-based learning methods compared to conventional power-point presentations. A total of 150 second-year medical undergraduate students were divided into two groups. Both groups were given a pre-test to test their baseline knowledge of the topic. One group was taught the mechanisms of action of the drugs by using lectures during presentations and the other group was taught with the help of videos. A post-test was conducted and scores from the two groups were compared. Feedback questionnaires were also administered to understand the students’ perception of the two teaching methods. The mean score in the video-based group was 15.59+2.46 and, in the presentation, group was 11.43+1.53, out of a total score of 20. A majority of 77.33% preferred video-based learning techniques. This study shows that conventional teaching techniques no longer suffice in keeping students engaged and novel approaches yield higher scores with a better learning experience. Similar studies exploring newer approaches in education are scarce. The findings of this study can be a jumping-off point for inculcating more creative teaching methods in the classroom.

A Comprehensive Evaluation of an Internship Program: A 360-Degree Review Involving Students, Host Organization Supervisors, and Faculty Members

In 2017, the School Education Act of Japan introduced a new category of higher education institutions, called "Professional Universities". These institutions are mandated by law to allocate a minimum one-third of the credits necessary for graduation to participate in practical training. During 2022-2023 academic year, the Faculty of Information at Kaishi Professional University (FI/KPU) established a robust internship program. Second-year undergraduate students participated in an internship program for five weeks (equivalent to 150 hours), while third-year students undertook for fifteen weeks (equivalent to 450 hours) with a diverse range of host organizations. The program's goal is to provide students at Kaishi Professional University with real-world exposure, preparing them for successful careers upon graduation. To assess the internship program's performance, the steering committee of internship program collected questionnaire feedback from all stakeholders involved, student interns, host organization supervisors, and faculty members. Analysis of this feedback offers insights into how the internship program influences the professional and personal growth of student interns. This assessment takes the form of a 360-degree review, encompassing perspectives from host organizations, students themselves, and faculty members. The study includes a descriptive analysis examining the correlation between student satisfaction with the internship experience and the host organization's satisfaction with student abilities. The result of this analysis shows how the internship program impacts on professional, personal growth of intern students.

Puzzles in exploratory practice: The role of why questions

This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat?) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how. Additionally, exploring a why question did not always lead to a deeper understanding. To address this issue, I conducted an investigation with my own 66 second-year undergraduate students in Japan to determine whether the puzzle had to be a why question in EP. The students created and investigated their puzzles using a preferred format of what, how, and why questions and shared their thoughts with their classmates through poster presentations. This was followed by questionnaires and focus group discussions where I asked for their thoughts on the differences between the three puzzles. The results revealed a general affinity between EP and why questions, but the qualitative analysis of EP posters suggested that, rather than the puzzle format itself, ensuring process-oriented puzzling in EP could be key to developing practitioners’ local understandings. This article highlights the significance of curiosity-driven ongoing engagement in practitioner research and discusses ways to cultivate this ‘I/we wonder’ mindset among practitioners.

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

AimThe aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure.MethodsA non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of 5 min. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation.ResultsOf 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR.ConclusionsSelf-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome.Trial registration numberISRCTN62680352 registered 30/05/2023.

Examination of Awareness among University Students in Compliance with Loan Application Requirements in the Northern Zone of Tanzania

This study examined awareness among university students in compliance with loan application requirements in the Northern zone of Tanzania. The study was guided by the human capital theory by Gary Backer (1964). The study employed a convergent design under a mixed-methods research approach. The target population of the study was 11 universities, 3000 Second year undergraduate university students, 5 HESLB Personnel, 11 loan Officers represented HESLB at each university used in the study, and 11 Ministers of finance from the students' government from selected universities in the Northern Zone of Tanzania. Probability and non-probability sampling techniques were employed to obtain a sample of 300 second-year undergraduate students, 4 universities/colleges, 4 Ministers of Finances from the Student Government, and 3 loan officers who represent the HESLB in each University used in the study. The study engaged questionnaires, a document analysis guide, and an interview guide to collect data for the study. Content and face validity were ensured by MWECAU research experts. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient, whereby r= 0.757 from students, whereas qualitative data were established through peer debriefing and triangulation. Descriptive statistics with the aid of the (SPSS) version 22 was used to analyze quantitative data and qualitative data were analyzed thematically by transcribing the information, coding, and themes supported with direct quotations. The study found that the criteria employed by HESLB had been achieved to a low extent in informing students about loan application requirements. The study concludes that the majority of university students had limited awareness of loan application requirements, possessing knowledge only about a few specific aspects of loan application requirements. The study recommended that HESLB should conduct a comprehensive review of the loan eligibility criteria to address diverse concerns among university students.

Enhancing L2 speaking proficiency through collaborative tasks in RILCA world: the case of East Asian learners

The use of three-dimensional virtual worlds (3DVWs) in language education has been widely acknowledged in the field, and researchers have expressed a growing interest in their proliferation in second language (L2) learning and instruction. In order to improve the Thai-speaking abilities of learners of Thai as a foreign language (TFL) in three Asian nations, this study implemented collaborative tasks in the Redesign of Instruction for foreign Language and Communication Achievement (RILCA) World hosted by Second Life over a 10-weeks period. The participants were forty second-year undergraduate students enrolled in Thai courses in China, Japan, and Hong Kong. A pre-experimental design was employed, which involved administering a pretest measure, followed by ten identical collaborative tasks, and a posttest to each of the three classes in RILCA World. The results of the investigation demonstrate that the use of collaborative tasks in RILCA World can provide L2 learners with educational opportunities that are unrestricted by time and geography and enhance TFL speaking results. The implications of these findings for the applicability of 3DVWs and collaborative tasks in boosting foreign language speaking skills are highlighted. The collaborative tasks and insights presented in this study not only serve as a practical resource for TFL educational scenarios, but also contribute to the body of knowledge regarding a range of L2 learning and teaching in 3DVWs.

Perception of Undergraduate Pharmacy Students on CBL Learning Environment

Introduction: An effective learning environment is important for proper academic and professional development of students. This can be assessed by exploring the students’ perception of the learning environment. This study aims to evaluate students’ learning responses and perceptions of their learning environment regarding case-based learning (CBL) implementation in the subject of pharmacology of second-year undergraduate pharmacy students. Methods: This is a descriptive cross-sectional study. The sample size is 120 second year students from the Pharmacy programme. The data was collected by using self- administered Dundee Ready Education Environment Measure (DREEM) inventory that consists of 50 items with 5 subscales of learning. Results: A total of 148 second-year pharmacy students participated in the survey and the response rate is 85%. The majority of participants were female and the overall mean DREEM score in this study is 137.29, which indicates more positive learning environment than negative. Three items were identified as areas of concern which were an overemphasis on factual learning (mean=1.64), tutors being perceived as authoritarian (mean=1.97) and the presence of a cheating problem in the course (mean=1.86). In this study, no statistically significant association was found between each subscale of the perceptions of the learning environment and cumulative grade point average (p&gt;0.05). Conclusion: Pharmacy students at UiTM Puncak Alam generally hold predominantly positive perceptions. However, there are identified problem areas that require improvement, emphasizing the need for more effective interventions.

Teacher expectation effects on vocal and instrumental performance: A focus on student gender

In this study, the researchers examined teachers’ differential expectations for male and female students and the effects on music performance within the higher education context. The participants were 91 teachers and 480 second-year undergraduate students majoring in vocal and instrumental performance from two universities. Data of teacher expectations and students’ prior achievement were collected at the beginning of the 2021–2022 school year as well as students’ later achievement at the end of the school year. Researchers found that teachers held higher expectations for female students learning vocal performance than for males, and higher expectations for male students learning instrumental performance than for females. With students’ prior achievement being controlled, teacher expectations had significant effects on student year-end musical performance. Furthermore, the magnitude of teacher expectations was moderated by student gender. Specifically, males learning vocal performance and females learning instrumental performance were more susceptible to teacher expectations than their counterparts. Implications for addressing gender inequity in music education were also discussed.